|
Positive points (n=76)
|
| Integration between courses and with the community |
28.9% |
“Team integration. Everyone was committed. Collaborative spirit”
|
| Theme of SDGs |
19.7% |
“The action played a very important role in informing young students about the existing goals” |
| Participation/reflection/sensitization and awareness |
15.8% |
“We were able to arouse the interest of high school students for reflections involving hunger, food and nutrition security and food waste” |
| Being a transforming agent/creativity |
14.5% |
“Possibility to pass this knowledge on and make young people aware of the importance of the environment” |
| Dynamic/playful aspect |
13% |
“Genius idea of working with bioethics in this playful and light way” |
| Organization |
3.9% |
“The organization was excellent, the students showed a lot of interest in the themes” |
| Knowledge acquired |
3.9% |
“Learn better to work as a team; learn didactics; and especially the awareness of the themes presented ” |
|
Negative points (n=39)
|
| Time |
30.8% |
“Time was too short to discuss the activity” |
| They did not identify negative points |
25.6% |
- |
| Few students |
23.1% |
“More students could have participated” |
| Teamwork |
12.8% |
“Lack of commitment by some teammates” |
| Others (participation, integration of themes and support material) |
5.8% |
“Lack of integration between trees” |
|
Participation (n=45)
|
| Technical description |
86% |
“I was responsible for talking to students about inclusive education. My role was, exclusively, to make them feel as if they needed inclusion” |
| Emotive description |
13% |
“A delight! I really enjoyed hearing incredible ideas from young people so young and concerned with changing the world” |
|
Perception (n=45)
|
| Positive feelings |
62.2% |
“It was wonderful… I even improved my behavior in view of the challenges”
|
| Bridge between society and academia |
37.8% |
“Bringing a sector of society to the academy, the action proved to be effective in building a bridge between scientific knowledge and the population”
|
|
Relationship with Bioethics (n=47)
|
| SDGs as a theme of Bioethics |
39.6% |
“Ensuring well-being and knowledge about SDGs to students!” |
| Education. |
33.3% |
“Knowing that this type of issue is being discussed in schools is really something that makes me happy, I hope that we have awakened the interest in bioethics in some people” |
| Others (communication, dialogue, reflection, respect) |
25.5% |
“By guiding and talking about our actions and their consequences, everyone and not just students looked at the issue differently” |
|
Action idea (n=63)
|
| Conscious consumption |
58.7% |
“To sensitize students about the impacts of excessive consumption”
|
| Dialogue |
15.9% |
“The main idea is that of dialogue, both in terms of knowledge and in the sensitive perception of the diversities that present themselves in life”
|
| Sensitization |
9.5% |
“The main idea of our action was to sensitize students, demonstrating examples from our daily lives”
|
| Care for the environment |
7.95% |
“To make young people aware of the fundamental mission they have with planet Earth”
|
| SDG |
7.9% |
“The importance of creating the SDG, its objectives, its commitments”
|
|
Their commitment (n=46)
|
| Attitude changes |
52% |
“Changes in the way of acting and consuming guided by the SDGs” |
| Multiplication |
48% |
“Bringing the congress experience with bioethics into the classroom” |
